Technology Education Today

International Perspectives
 
 
Waxmann Verlag GmbH
  • 1. Auflage
  • |
  • erschienen am 1. November 2016
  • |
  • 236 Seiten
 
E-Book | PDF ohne DRM | Systemvoraussetzungen
978-3-8309-8384-2 (ISBN)
 
In a technology-oriented world, technology literacy for everyone is essential. Especially for a technological-responsible society. It will be developed by technological socialization; educating not only competencies but also a positive technological self-concept, which is a predictor for technology activities. It developes by actively dealing with technology. A lack of experience may lead to the idea of having poor skills and inapt qualities for the exposure to technology. As a result, interactions will be avoided. To antagonize, technology is taught in different countries in various ways. Even some are starting at primary schools and others are starting at middle school age. Thus, the aim of this publication is to summarize different possibilities of implementations in different countries.
  • Englisch
  • Münster
  • |
  • Deutschland
  • 2,82 MB
978-3-8309-8384-2 (9783830983842)
3830983840 (3830983840)
weitere Ausgaben werden ermittelt
1 - Book Cover [Seite 1]
1.1 - Contents [Seite 5]
2 - Preface [Seite 7]
3 - Technology Education in Germany (Ingelore Mammes, Stefan Fletcher, Martin Lang & Dieter Münk) [Seite 11]
3.1 - 1. The Necessity of Technology Education in Schools [Seite 11]
3.1.1 - 1.1 The Necessity of Technological Literacy [Seite 11]
3.1.2 - 1.2 Technology Literacy and Technology Socialisation [Seite 12]
3.2 - 2. The Need for Technology Education in Primary Schools [Seite 14]
3.2.1 - 2.1 Institutionalisation of Technology Education on the Basis of Curricula [Seite 15]
3.2.2 - 2.2 Teacher's Professionalism as a Barrier for Implementing Technology Education? [Seite 16]
3.2.3 - 2.3 Prospect [Seite 17]
3.3 - 3. Technology in General Education at Lower Secondary Level [Seite 18]
3.3.1 - 3.1 Content and Standards of Technology Education at Lower Secondary Level [Seite 18]
3.3.2 - 3.2 Implementation of Technology Education in the Different School Types of Lower Secondary Level [Seite 21]
3.3.3 - 3.3 Technology Education at Lower Secondary Schools [Seite 22]
3.3.4 - 3.4 Technology Education at Secondary Schools [Seite 23]
3.3.5 - 3.5 Technology Education at Comprehensive Schools [Seite 23]
3.3.6 - 3.6 Technology Education at Grammar Schools at Lower Secondary Level [Seite 24]
3.3.7 - 3.7 Technology Education at Special Schools [Seite 25]
3.3.8 - 3.8 Conclusion of the Implementation of Technological Education at the Lower Secondary Level [Seite 26]
3.4 - 4. The Need for Technology Education in Upper Secondary Schools in Germany [Seite 26]
3.4.1 - 4.1 Basic Concepts of Technical Didactics and Implementation Models in Germany [Seite 27]
3.4.2 - 4.2 Future Requirements [Seite 30]
3.5 - 5. Technology Education and Technical Vocational Education and Training / Adult Education [Seite 30]
3.6 - 6. Summary [Seite 33]
3.7 - References [Seite 34]
4 - US K-12 Engineering Education History: A Keyword, Field, & Social Network Analysis of Trends (Johannes Strobel, Mallory D. Lancaster & Yi Luo) [Seite 39]
4.1 - 1. Keyword, Field, & Social Network Analysis Trends for K-12 Engineering Education Research [Seite 39]
4.2 - 2. Methods [Seite 41]
4.3 - 3. Results [Seite 43]
4.3.1 - 3.1 Keyword Analysis [Seite 43]
4.3.2 - 3.2 Field Analysis [Seite 49]
4.3.3 - 3.3 Social Network Analysis [Seite 50]
4.4 - 4. Discussion [Seite 52]
4.5 - 5. Limitations [Seite 54]
4.6 - 6. Recommendations for Future Work [Seite 55]
4.7 - References [Seite 55]
4.8 - APPENDIX A [Seite 57]
5 - Technology Education in Switzerland (Stefan Kruse & Peter Labudde) [Seite 59]
5.1 - 1. Introduction and Overview [Seite 59]
5.2 - 2. The Swiss Educational System [Seite 61]
5.3 - 3. Technology in the New Curriculum 21 [Seite 62]
5.4 - 4. From Critique to Initiatives Supporting Technology Education [Seite 63]
5.5 - 5. Technical Education in Connection with the Swiss Subject Clusters [Seite 66]
5.6 - 6. Focus on Technical Education at the FHNW [Seite 68]
5.7 - 7. Summary and Outlook: The Future of Technical Education in Switzerland [Seite 70]
5.8 - References [Seite 72]
5.9 - List of abbreviations [Seite 74]
6 - Elementary Science and Education Within the Luxembourg Educational System (Charles Max) [Seite 75]
6.1 - 1. Introduction [Seite 75]
6.1.1 - 1.1 Educating a Very Diverse School Population [Seite 78]
6.2 - 2. Science and Technology Education in Fundamental Education [Seite 79]
6.2.1 - 2.1 Technology and Science Topics in Early Education [Seite 82]
6.2.2 - 2.2 Technology Education in Learning Cycle One [Seite 83]
6.2.3 - 2.3 Technology Education in Learning Cycles Two and Three [Seite 85]
6.2.4 - 2.4 Technology Education in the Learning Cycle Four of Fundamental School [Seite 88]
6.2.5 - 2.5 Competency Standards in the Learning Cycles of Fundamental School [Seite 89]
6.3 - 3. Technology and Science Education in Secondary Education [Seite 91]
6.3.1 - 3.1 Technology and Science Education at the Lower Level of Secondary Education [Seite 92]
6.3.2 - 3.2 Practical Activities in Science Education (E.S. and E.S.T.) [Seite 96]
6.3.3 - 3.3 Distribution of Foreign and Luxembourg Students in Secondary Education [Seite 99]
6.3.4 - 3.4 Male and Female Students in Technology and Science Education [Seite 102]
6.4 - 4. Re-valorising Technology in Science Education [Seite 104]
6.5 - References [Seite 106]
7 - Rise, Fall and New Perspective for Technology Education in the Netherlands (Marc J. de Vries) [Seite 109]
7.1 - 1. Origins [Seite 109]
7.2 - 2. The Rise of Technology Education [Seite 110]
7.3 - 3. The Fall of Technology Education [Seite 113]
7.4 - 4. New Perspective [Seite 114]
7.5 - 5. Reflections and Prospects [Seite 119]
7.6 - References [Seite 121]
8 - 'Academic Tasks' in Design and Technology Education: Past, Present and Future (Bill Nicholl & David Spendlove) [Seite 125]
8.1 - 1. Introduction [Seite 125]
8.2 - 2. Academic Tasks: The Past 1900-1990 [Seite 125]
8.3 - 3. Academic Task: The Present from 1990 [Seite 130]
8.4 - 4. Academic Tasks: The Future [Seite 134]
8.5 - 5. Academic Tasks: Creativity Dimension [Seite 135]
8.6 - 6. Academic Tasks: Criticality Dimension [Seite 139]
8.7 - 7. Academic Tasks: Emotional Dimension [Seite 140]
8.8 - 8. Conclusion [Seite 142]
8.9 - References [Seite 143]
9 - Technology Education in Ukraine (Zinaida Bakum & Viktoriia Tkachuk) [Seite 147]
10 - Technology Education in Australia: A Case of Some Good News But Some Serious Challenges Ahead (Denise MacGregor & Howard Middleton) [Seite 163]
10.1 - 1. Introduction [Seite 163]
10.2 - 2. Historical Context [Seite 163]
10.3 - 3. National Curriculum Development [Seite 164]
10.3.1 - 3.1 Tasmania [Seite 168]
10.3.2 - 3.2 New South Wales (NSW) [Seite 168]
10.3.3 - 3.3 Queensland (QLD) [Seite 169]
10.3.4 - 3.4 Australian Capital Territory (ACT) [Seite 170]
10.3.5 - 3.5 Western Australia [Seite 170]
10.3.6 - 3.6 Victoria [Seite 171]
10.3.7 - 3.7 South Australia [Seite 171]
10.4 - 4. New Directions in Technology Curriculum [Seite 172]
10.5 - 5. Teacher Education Programs [Seite 172]
10.5.1 - 5.1 Tasmania [Seite 174]
10.5.2 - 5.2 New South Wales [Seite 174]
10.5.2.1 - 5.2.1 Australian Catholic University [Seite 175]
10.5.2.2 - 5.2.2 Charles Sturt University [Seite 175]
10.5.2.3 - 5.2.3 Southern Cross University [Seite 176]
10.5.3 - 5.3 Queensland [Seite 177]
10.5.4 - 5.4 Western Australia [Seite 177]
10.5.5 - 5.5 Victoria [Seite 178]
10.5.5.1 - 5.5.1 LA Trobe University [Seite 178]
10.5.5.2 - 5.5.2 Monash University [Seite 178]
10.5.5.3 - 5.5.3 Deakin University [Seite 179]
10.5.6 - 5.6 South Australia [Seite 179]
10.6 - 6. Professional Associations [Seite 180]
10.7 - 7. Research [Seite 182]
10.8 - 8. The Future? [Seite 183]
10.9 - References [Seite 184]
11 - Technology Education in Canada: An Update (Ann Marie Hill) [Seite 187]
11.1 - 1. Introduction [Seite 187]
11.2 - 2. An Overview of Education in Canada [Seite 187]
11.3 - 3. Technology Education in Canadian Provinces and Territories [Seite 188]
11.3.1 - 3.1 The Atlantic Provinces: PEI, Newfoundland and Labrador, Nova Scotia, and New Brunswick [Seite 190]
11.3.2 - 3.2 Québec [Seite 193]
11.3.3 - 3.3 Ontario [Seite 196]
11.3.4 - 3.4 Manitoba [Seite 199]
11.3.5 - 3.5 Saskatchewan [Seite 202]
11.3.6 - 3.6 Alberta, Northwest Territories, and Nunavut [Seite 204]
11.3.7 - 3.7 British Columbia and the Yukon [Seite 207]
11.4 - 4. Summary [Seite 208]
11.5 - References [Seite 209]
12 - Technology Education in New Zealand: Embedding a New Curriculum (Alister Jones & Cathy Buntting) [Seite 213]
12.1 - 1. Introduction [Seite 213]
12.2 - 2. The Development of a National Curriculum [Seite 214]
12.3 - 3. The Introduction of Technology Education as a Core Learning Area [Seite 216]
12.4 - 4. Revising the Curriculum [Seite 221]
12.5 - 5. The Current Context [Seite 224]
12.6 - 6. Closing Thoughts [Seite 228]
12.7 - Acknowledgements [Seite 229]
12.8 - References [Seite 229]
13 - List of Authors [Seite 233]

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